Master of Education Degree in Elementary Teacher (1-6) and Teacher of Students with Moderate Disabilities (PreK-8)

This program has been approved by the Massachusetts Department of Elementary and Secondary Education for Initial Teaching Licensure in Elementary (1-6) and Teacher of Students with Moderate Disabilities (PreK-8) in the Commonwealth of Massachusetts.

This joint program is designed for students who seek two licenses within the Master's program: an Initial license in elementary education and an Initial license to teach students with moderate disabilities. Candidates for licensure complete comprehensive coursework and related field experiences with students with moderate disabilities. The program prepares students to teach in general education, special education, or inclusive settings. The program includes one 14-week practicum and one 7-week half practicum.

Prerequisite: EEDUC 5122 Development and Learning: Psycho-Social Perspectives in Education (or equivalent)

* Must be completed prior to the practicum
** Must be completed prior to the practicum and include field-based assignments.
***For current information on state testing requirements for initial licensure programs, Massachusetts Tests for Educator Licensure (MTEL) administration dates, and the Lesley University MTEL policy, see the Certification web page at www.lesley.edu/certification.html.

COURSE DESCRIPTIONS

EEDUC 5146 Issues in American Schooling: Contemporary Challenges and Historical Contexts
The course examines diverse contemporary issues in American education through a combination of field-based experiences and investigation of the social and historical forces that shape the character of schooling in a democratic society. The course opens the dialogue about the nature of teaching and learning, and the design of educational programs in the context of societal, political, and economic structures as well as within the diverse cultural values of a pluralistic society.

ESPED 5100 Contemporary Perspectives in Special Education
This course provides an introduction to the profession of Special Education. From an inclusive perspective, the course examines the characteristics of disabling conditions, as well as the effects of societal attitudes, the historical context of special education, and state and federal law. The range of service delivery provided by schools and agencies will be addressed.

EEDUC 6102 Language and Literacy: Development and Diversity
This course examines diverse aspects of language acquisition and literacy development with emphasis on educational implications.  The major theories and current research in first and second language acquisition are reviewed with particular attention to linguistic and cultural diversity and bilingualism.  Educational topics in language and literacy are addressed, including concerns for reading, writing, oral language, phonics, spelling, academic English, language assessments, and language-based learning disabilities.

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ESPED 5114 Designing Instruction for the Inclusive Classroom
The design of curriculum and instruction for diverse learners in inclusive classrooms is the focus of this course.  Course participants investigate universally designed approaches that draw on brain research, differentiated instruction, multiple intelligences approaches, and new technologies to respond to the needs of all learners, including students with disabilities and students who are culturally and/or linguistically diverse.  Course participants will be introduced to Response to Intervention as well as to evidence-based practices that provide access to the curriculum for all learners.

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ESPED 6014  Reading and Writing for Diverse Learners
This course examines content and teaching approaches focusing on reading and writing for PreK-12 students with and without learning and other disabilities. Topics include approaches for promoting growth in word analysis, comprehension, vocabulary, and composition.  Class participants work with educational standards and have the opportunity to address all content areas in developing a variety of specific modifications and interventions based upon individual needs and designed to address and remediate learning problems as specified by the IEP.

EEDUC 5102 Teaching Elementary School Mathematics
Mathematics in the United States has historically been a difficult field because it has not always taken children's developmental and learning needs into account. In this course, we support learners gaining knowledge needed to teach school-age children and increase competency in the mathematics itself. A variety of materials and models are used to show connections to daily life, and many different approaches to mathematics are investigated. Relevant children's literature and technology are also emphasized.

EEDUC 5136 Integrating Social Studies into the Elementary Classroom
The essence of this course focuses on those methods and materials that facilitate the teaching of social studies in the elementary classroom. Attention will be paid to the integration of technology as an instructional tool, the development of appropriate assessment models, and the synthesis of social studies with the humanities and natural sciences. Selecting, developing, teaching, and evaluating skills, concepts, and resources play an active role in class meetings.

EEDUC 5135 Science in the Elementary School: Thinking With Evidence
In this course, participants develop a scientific stance and conceptual understandings important to teaching inquiry-based science to elementary school students. Participants plan and carry out sustained investigations, reflect on their own learning, and develop strategies for implementing and assessing inquiry-based science in the classroom.

ESPED 6122 Instructional Accommodations in English Language Arts and Social Studies PK-8
This course emphasizes literacy, English language arts, history, and social science for learners in grades PreK–8. Students will work with Massachusetts Curriculum Frameworks to identify and develop a variety of teaching strategies and curricular adaptations to meet the needs of diverse learners with a range of disabilities as specified in the IEP.

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ESPED 6121  Classroom Management and Behavior Support
This courses addresses the social and behavioral aspects of the classroom. Course participants analyze a range of classroom management approaches, with particular focus on preventing and proactively addressing student behavior problems in culturally and linguistically diverse classrooms.  Participants examine strategies for developing and maintaining appropriate standards of behavior and enhancing the emotional development of children. Central themes of the course include analyzing behavior, developing individualized strategies for addressing challenging behaviors, and creating opportunities for learning effective social skills.  A range of environmental, social, behavioral, psycho-educational and cognitive theories and interventions are reviewed and critiqued.  Effective strategies for collaborative problem-solving, conflict resolution, and family involvement are also addressed.

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ESPED 6124 Assessment in Special Education
Assessment is a legal and professional responsibility of all special educators. This course will focus on eligibility determination from assessment to program planning, including re-evaluation for the purpose of continued eligibility. The process of interpretation of test results to meaningful curricular decision making and professional communication of this information to team members will be a primary outcome of the course.   Students will focus on assessment methods and procedures used in eligibility determination and program planning for students with disabilities as well as students who are culturally and linguistically diverse.

ESPED 6132  Collaboration with Professionals, Families, and Community
This course focuses on models and strategies for collaboration among general and special educators, families, outside evaluators, and the community to support students with and without disabilities and to help create positive educational change. Development of effective interpersonal communication skills in working with teachers, outside agencies, and families of students from culturally and linguistically diverse backgrounds will be emphasized.  The teacher’s roles and responsibilities as a professional and as a collaborative consultant will be explored.  Use of outside agencies, services and community resources will be addressed.

EEDUC 7733 Practicum and Seminar in Elementary Education (1–6)
Full-semester, full-time practicum in an elementary (1–6) classroom under the supervision of a supervising practitioner and University program supervisor. Practicum is accompanied by a seminar addressing issues in the field. Prerequisites: Completion of a 75-hour early field experience, required pre-practicum courses, and MTEL requirements. Permission required.

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Lesley University reserves the right to unilaterally add, withdraw, or revise any course offering in the above-mentioned program of study, including policies, provisions, requirements, and fees.

Lesley University is an Affirmative Action/Equal Opportunity institution and does not discriminate on the basis of age, race, religion, color, creed, national or ethnic origin, sex, sexual orientation, handicap or disability in its education programs, employment, or in admissions to, access to or treatment in its programs or activities.